DOCUMENT RESUIE ED 347 096 SO 019 677 AUTHOR Stone, Frank Andrews TITLE Learning for Change: Approaches to International Development Education. International Development Education Series, Number Five. INSTITUTION Connecticut Univ., Stqrrs. Thut (I.N.) World Education Center. REPORT NO ISBN-0-918158-702 PUB DATE 88 NOTE 225p. AVAILABLE FROM Isaac N. Thut World Education Center, Box U-93, School of Education, University of Connecticut, Storrs, CT 06268. PUB TYPE Books (010) EDRS PRICE INFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Development; Foreign Countries; *Global Approach; Higher Education; *International Studies; World Problems IDENTIFIERS *International Development Education Program ABSTRACT This book reflects the views and experiences of mid-career educators representing a number of countries who participated in seminars on international development education at the University of Connecticut (Storrs) from 1979-1988. Chapter 1 defines the concepts of international development and global interaction, considers global images, describes the relationship between development and education, and explains the role of international development educators. Chapter 2 provides a literature review of various international development perspectives, while chapter 3 offers instructional suggestions for teaching about: (1) population; (2) food and hunger; (3) human rights and social justice; (4) conflict resolution; and (5) global interdependence and development processes. Chapter 4 provides information on specific international development organizations, and chapter 5 explains how to obtain financiai support for international development education-related projects. Chapter 6 identifies current issues in this field, while chapter 7 presents case studies of rela.ld education projects. Annotated bibliographies and/or resource lists are included in most chapters. A glossary of terms, class activities, maps, and charts are included. (3AP) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ISBN 0-918158-702 LEARNING FOR CHANGE: APPROACHES TO INTERNATIONAL DEVELOPMENT EDUCATION Frank Andrews Stone International Development Education Series, Number Five U.S. DEPARTMENT OF EDUCATION Mice EAMCAIAMA1 FlOSANVI and uniaetiesnant EDUCATIONAL. RESOURCES INFORMATION CENTER (ERta *This 00cunmn7 Nes been mrooduced wowed frOm rive rierfpni ordendaton of gtnattng Minot chatty*. have been -made 1,0 O'fl Mai* leattoduchon quatay pumrs of y** oostwona stated )11 MA AOC u- a rns /A do not necementy repsesent othcrat OEM taltut,on ot The Isaac N. Thut World Education Center Box U-32, School of Education The University of Connecticut "PERMISSION TO REPRODUCE THIS MATERIAL IN ARDROFIDNE ONLY Storrs, Connecticut 06268 HAS BEEN GRANTED BY Fivwx &Siva__ 1988 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPYNapartu Copyright (c) 1988 - by the Associates and Fellows of THE ISAAC N. THUT WORLD EDUCATION CENTER All rights reserved. This book may not be reproduced, in whole or in part, in any form (beyond that copying permitted by Sections 107 and 108 of the United States Copyright Law, and except for reviewers in public media), without written permission from the publisher. Library of Congress Cataloging in Publication Data Stone, Frank Andrews, 1929- Learning for Change: Approaches to International Development Education. Bibliographies at the ends of chapters Includes index 1. Education for International Development - Theory and Practice. 2. Education for Community Development - Organizations, Processes, and Terms. 3. Global Development Issues. ISBN 0-918158-702 ACKNOWLEDGMENTS This book grew out of graduate seminars on international development education taught in the Department of Educational Studies and Instructional Media at the School of Education, The University of-Connecticut, starting in 1979. Enrolled in the seminars were mid-career educators from China, Egypt, Ghana, Iran, Israel, Jamaica, Korea, and Nepal - as well as community development educators from the United States. The concepts that are presented here reflect many of their perspectives and priorities. Their valuable experiences and insights contributed much to the process of understanding the-roles education can have in international development. My preparation for working in the field of international development education included studying with mentors like the late Dr. Kenneth Melvin of New Zealand, and Dr. Theodore Brameld at Boston University. As an educator in the Republic of Turkey for fourteen years, I was privileged to participate in village work- camping projects and rural school construction. Also, I was able to Observe the formation of the Turkish Development Foundation (Tlirkiye Kalkinma Vital) ably led by a former student, Altan leki Unver, for the past twenty years. As a visiting professor at Hacettepe Univ- ersity, Ankara, Turkey I learned many new ideas about good develop- ment approaches and strategies in 1969-1970. This book benefitted from the cordial sharing of knowledge and experiences by my colleagues and graduate students there. More recently I have obseived community development education projects in the region of Haifa, Israel and in Jolo Pessoa, State of Paraiba, Brazil. Participating in conferences in Mexico City, Kingston, Jamaica, Santo Domingo, Dominican Republic, Basterre, St. Christopher and Nevis, Caracas, Venezuela, and Belize City, Belize has made me more aware of the critical development issues in the Caribbean and Latin America. Here at home, too, I've been involved in several educational development projects located in Connecticut cities and towns. Words of appreciation are also owed to my colleagues in the Association for World Education (AWE), The Society for Educational Reconstruction (SER), and The World Education Fellovship (WEF). All of these organizations attract change oriented educators who, over the years, have addressed many fundamental developmentissues. i Many documentary source5were required for this inquiry and the generous cooperation of the staffs of the Homer D. Babbidge Library at The University of Connecticut, and the J. Willard Marriott Library at The University of Utah helped me to obtain them. During the fall of 1985 I was a Visiting Scholar at the Middle East Center of The University of Utah, Salt Lake City, where major portions of this manuscript were written. 1 want to express my gratitude for their cordial hospitality to my hosts, Dr. Lee L. Bean, Director, and Dr. Robert L. Staab, Assistant Director. During the past eighteen years many of my field trips have been funded, in whole or in part, by The University of Connecticut Research Foundation. This vital support is gratefully acknowledged. Throughout my career as an international development educator my wife, Barbara, and our Children, David Taner, Ruth Sevim,Beth Alev, and Priscilla Olen have been at my side. Their loving support has made the work possible. I hope that through enlightened educational efforts we can somehow form a better world in which human rights are respected, social justice prevails, and peace reigns by the time our three yearold granddaughter, Megan Elizabeth, reaches maturity. Frank A. Stone Storrs, Connecticut July, 1987 CONTENTS ACKNOWLEDGEMENTS FOREWARD iv CHAPTER ONE: INTRODUCTION 2 CHAPTER TWO: EDUCATION FOR INTERNATIONAL DEVELOPMENT - A SPECTRUM OF PERSPECTIVES 29 CHAPTER THREE: TEACHING ABOUT GLOBAL DEVELOPMENT ISSUES 53 CHAPTER FOUR: GETTING ACQUAINTED WITH INTERNATIONAL EDUCATIONLL DEVELOPMENT ORGANIZATIONS 90 CHAPTER FIVE: OBTAINING SUPPORT FOR INTERNATIONAL DEVELOPMENT EDUCATION PROJECTS 124 CHAPTER SIX: CURRENT ISSUES IN EDUCATION FOR INTERNATIONAL DEVELOPMENT 138 CHAPTER SEVEN: CASE STUDIES OF INTERNATIONAL DEVELOPMENT EDUCATION PROJECTS 149 CHAPTER EIGHT: SUGGESTED READINGS 201 GLOSSARY 203 iii EOM:140RD Today over one hundred million people around the world are busy with activities based on the nine hundred thousand million dollars that is being annually spent on armaments and military operations. They may be wetting as bureaucrats, engineers, labor- ers, pilots, sailors, scientists, soldiers, or technicians. At least fifty million well trained and highly educated individuals in the world are members of military establishments. Another fifty million or more people, glebally, supply the intermediate goods and services that are paid for from military budgets. Many more millions of the world's population are affected by national defense and military policies everyWhere. Viewed from the perspective of educational development it must be recognized that all of these human beings who are having direct or indirect military careers are able-bodied men and women. Most of them must have at least a high school level of education because modern military technology is very complex and sophisti- cated. Significant numbers of them were prepared as managers, planners, professionals, and technicians. The decision to deploy eheir energies, knowledge, and skills in the military rather than the civilian sphere has far-reaching economic and social conse- quences.1 Not all military effort, of course, is inimical to cultural, economic, political, and social progress. The armed forces of many Countries have provided opportunities for goodeducations and upward mobility for boys from poor families. Social modern- ization has often begun with a nation's